P R O B L E M - B A S E D L E A R N I N G

P B L

ALL EDUCATIONAL ACTIVITIES AT AALBORG UNIVERSITY INVOLVE

PROBLEM-BASED PROJECT WORK, WHICH TAKES AS ITS POINT OF

DEPARTURE A SET OF PRINCIPLES THAT CONSTITUTE THE AALBORG MODEL

OF PROBLEM-BASED LEARNING (PBL).

The approach is internationally recognised and has, over the years, received great interest

from universities, researchers and students in Denmark as well as abroad. The Aalborg

model includes project work based on authentic problems, self-governed group work and

collaboration.

The Aalborg model provides students with tools for independent acquisition of knowledge,

skills and competences at an advanced academic level. During their studies, many students

will also have the opportunity to cooperate with external partners on the solution of scientific

problems.

The Aalborg model assumes that students learn best when applying theory and research

based knowledge in their work with an authentic problem. At the same time, the model

supports students in the development of their communication and cooperation competences,

and in acquiring the skills required when taking an analytical and result-oriented approach.

T H E B A S I CP R I N C I P L E S O F T H E

A A L B O R G M O D E L

THE AALBORG MODEL IS BASED ON THE FOLLOWING BASIC PRINCIPLES

The problem is the starting point directing the student’s learning process. A problem can be

both theoretical and practical. It must also be authentic and scientifically based. ”Authen-

ticity” implies that the problem is of relevance outside of academia. ”Scientifically based”

implies that the problem is comprehensible and may be analysed and solved, taking an in-

terdisciplinary approach.

PROJECT ORGANISATION CREATES THE FRAMEWORK

OF PROBLEM-BASED LEARNING

A project represents a time-limited and targeted process in which a problem may be phra-

sed, analysed and solved, resulting in a tangible product. A project report, for instance. The

target of the project is determined in the problem formulation; like the project methods, this

will be developed continually during the course of the project.

COURSES SUPPORT THE PROJECT WORK

In order to ensure that they become familiar with a wide range of theories and methods

which they can use in their project work, students will participate in obligatory as well as

optional courses. The courses require a large amount of student activity, including lectures,

workshops, seminars and exercises.

COOPERATION IS A DRIVING FORCE IN

PROBLEM-BASED PROJECT WORK

A group of students work closely together in managing and completing a project over an

extended period of time, taking a problem as the point of departure for their work. The stu-

dents’ mutual support is essential for the successful completion of the project. The group

work includes aspects such as knowledge sharing, collective decision-making, academic

discussions, action coordination and mutual critical feedback. Student groups also engage

in close cooperation with their supervisor(s) and with external partners, e.g. businesses or

other project groups.

THE PROBLEM-BASED PROJECT WORK OF

THE GROUPS MUST BE EXEMPLARY

The curriculum framework, supported by the supervisor, aims at ensuring that students’

project work is exemplary as regards both content and approach. Exemplarity implies that

learning outcomes achieved during concrete project work are transferable to similar situa-

tions encountered by students in their professional careers. This requires that the students

understand the context of the problem and of the scope of the conclusions reached by the

group. The exemplarity of the project ensures that through their project work, the students

will acquire knowledge and competences which are applicable in a wider context than that

of the project itself.

THE STUDENTS ARE RESPONSIBLE FOR THEIR

OWN LEARNING ACHIEVEMENTS

Within the framework and objectives of the curriculum, the students are largely free to

choose the content of their own projects, and thus to determine key elements of their study

programme. At the same time, students are responsible for a considerable part of their own

ongoing academic self-reflection. Critical self-reflection as regards the quality of their own

work effort and basic knowledge of a given problem is an essential objective for students en-

gaging in problem-based project work. The group is supported by one or more supervisors

serving to ensure that the work undertaken by the group meets the requirements stipulated

in the curriculum. However, the students themselves are responsible for their cooperati-

on in the group, as well as for the organisation of the learning process and the course and

outcome of the project.

PRINCIPLES

THE PROBLEM AS POINT OF DEPARTURE

PROJECTS ORGANISED IN GROUPS

THE PROJECT IS SUPPORTED BY COURSES

COLLABORATION - GROUPS, SUPERVISOR, EXTERNAL PARTNERS

EXEMPLARITY

STUDENT RESPONSIBILITY FOR LEARNING

SUPPORT FUNCTIONS

7 RESOURCES

8 STUDENT ORGANISATION AND PROGRAMME ADMINISTRATION

9 RESEARCH IN PBL

PRACTICE

4 STUDENTS

5 ACADEMIC STAFF

6 EXTERNAL RELATIONS

THE FRAMEWORK

1 EDUCATIONAL VISION

2 CURRICULUM

3 ASSESSMENT

FIGURE 1THE FIGURE ILLUSTRATES THE INTERACTION BETWEEN THE AALBORG MODEL’S BASIC

PRINCIPLES OF PBL , THE EDUCATIONAL FRAMEWORK, STAKEHOLDERS ’ PRACTICES AND SUPPORT

FUNCTIONS AT AALBORG UNIVERSITY. THE NUMBERS IN BRACKETS REFER TO INDIVIDUAL

PARAGRAPHS IN THE DESCRIPTION OF THE AALBORG MODEL IN THE PAGES BELOW.

E D U C A T I O N A L V I S I O N

AALBORG UNIVERSITY HAS A CLEARLY ARTICULATED VISION

FOR PROBLEM-BASED PROJECT WORK AND LEARNING IN ALL

ITS STUDY PROGRAMMES.

The University’s objectives describe the framework for examinations, subject modules

and the pedagogical competences of academic staff; these elements in combination

constitute the foundation of problem-based learning.

The objective of the University is to strengthen the students’ skills as regards problem

identification, problem analysis, problem formulation, problem solving, communica-

tion, cooperation and the evaluation of work processes and the quality of their own

work.

The students are encouraged to reflect critically on the point of departure and outcome

of their project work; in doing so, they should apply a perspective that extends beyond

the individual discipline and the organisational framework of this work.

The Aalborg model spans across all faculties of the University.

The University management supports and takes responsibility for the ongoing devel-

opment of the Aalborg model.

The students know the Aalborg model of PBL and work in accordance with this.

External organisations are familiar with the Aalborg model and cooperate actively with

the University on students’ project work.

The University’s collaboration with external organisations contributes to ensuring that

students are able to work with contemporary issues that are relevant to their discipline

or profession.

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C U R R I C U L U M

THE AALBORG MODEL’S BASIC PRINCIPLES ARE INCORPORATED INTO ALL

CURRICULA AT THE UNIVERSITY. THIS IMPLIES THAT THE CURRICULA

include problem-based project work as a central and recurrent element

ensure that the students’ problem formulations take their point of departure in authen-

tic problems

contain the credit-bearing problem-based project work

describe overall educational objectives which support the development of competen-

ces in problem-based project work as well as the specific learning objectives of the

programme

combine obligatory basic modules, elective modules and obligatory project modules

provide for student orientation to examples and basic theory and method in the obli-

gatory modules in which the project work is anchored

establish an overall theme frame within which problems, project proposals and elec-

tive modules may be formulated and offered

ensure, in interaction with the project supervisors, that the students’ problem formu-

lation enables an exemplary project within the project’s theme frame and the learning

objectives set by the curriculum

provide students with the opportunity to use relevant experience-based knowledge

together with knowledge and skills communicated by the theme frame

encourage students to collaborate with or apply for an internship in private or public

organisations in Denmark and abroad.

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A S S E S S M E N T

THE PROJECT WORK IS COMPLETED BY AN EXAMINATION WHICH

ASSESSES STUDENTS’ INDIVIDUAL PERFORMANCES IN THE PROJECT WORK.

EMPHASIS IS ON THE ASSESSMENT OF THE INDIVIDUAL STUDENT ’S

KNOWLEDGE, SKILLS AND COMPETENCES. THE ASSESSMENT TAKES

PLACE IN CONNECTION WITH THE STUDENTS’ PRESENTATION AND

DISCUSSION OF THEIR PROJECT, INCLUDING THE APPROACH TAKEN

AND THE RESULTS ACHIEVED BY THE GROUP.

All group members are present for an examination involving the group’s supervisor(s)

as well as an external examiner. The students are assessed individually.

During the examination, the examiner will focus on the quality of the project work,

including the extent to which the individual students have acquired the learning objec-

tives of the project module, as stipulated in the curriculum.

In basic modules and elective modules, students are assessed individually. When plan-

ning the examination, the structure that best supports the assessment of the module’s

learning objectives will be selected.

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S T U D E N T S

STUDENTS AT AALBORG UNIVERSITY ENGAGE IN PROJECT-BASED

WORK, WHICH INVOLVES THAT THE STUDENTS

receive an early introduction to the Aalborg PBL model and the reasons for its

application

are supported in their efforts to integrate the problem-based, project-oriented appro-

ach in their academic work

are supported in successfully addressing any conflicts that arise in their work

develop, throughout their studies, strategies for project cooperation as well as project

organisation and the management of learning processes

are motivated and take responsibility for implementing the problem-based approach

in their studies

are motivated to create synergies between different cooperation cultures by collabo-

rating with external partners and engage in interdisciplinary learning environments

support one another in their academic work and contribute to a strong culture of

cooperation in their studies

are free to manage their own project work within the framework of the project module

will have the opportunity to participate actively in the evaluation of the study programmes

demonstrate commitment as regards improvements, critical analysis and constructive

feedback

take part in curricular development through systematic evaluations and study board

participation

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A C A D E M I C S T A F F

ALL ACADEMIC STAFF AT AALBORG UNIVERSITY IMPLEMENT

THE AALBORG MODEL IN THEIR PEDAGOGICAL ACTIVITIES. THIS

IMPLIES THAT THE ACADEMIC STAFF

are introduced to the Aalborg model and its implementation through in-house activi-

ties, continuing education courses etc.

ensure that the approach is implemented in and adapted to the teaching activities and

the educational objectives of the programmes

conduct their supervision of the students’ project work on the basis of the basic prin-

ciples in the Aalborg PBL model, including cooperation, conflict management and pro-

ject organisation

support interdisciplinary group cooperation whenever possible

comply with the University’s guidelines for project supervision, in terms of both struc-

ture and extent

are represented on study boards and take part in the development and maintenance

of curricular activities as well as their ongoing assessment

play a central role in the development of semester themes, the organisation of courses

and supplemental academic activities

pursue and maintain contact with external organisations in order to ensure the social

relevance of the programme.

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E X T E R N A LR E L A T I O N S

WORKING WITH AUTHENTIC ISSUES IMPLIES THAT THE UNIVERSITY

MAINTAINS CLOSE CONTACT WITH EXTERNAL ORGANISATIONS.

THIS IMPLIES THAT AALBORG UNIVERSITY

provides external organisations with information about the Aalborg model

facilitates and supports the contact between university staff, students and external

organisations

ensures that through their collaboration with external partners, students are given

the opportunity to work with authentic issues that can be addressed in their project

work

supports research projects in collaboration with external organisations who can in-

spire students in their project work

maintains contact to experts who may act as external examiners and assessors of the

students’ project work

has policies pertaining to collaboration issues of confidentiality and intellectual pro-

perty

makes sure that feedback from external organisations on project internships, study

programmes and graduate skills is provided so as to ensure the societal relevance of

the programmes.

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R E S O U R C E S

THE UNIVERSITY ACQUIRES AND DEPLOYS RESOURCES IN WAYS

THAT CONSISTENTLY SUPPORT THE AALBORG PBL MODEL . THIS IMPLIES

THAT AALBORG UNIVERSITY

provides access to information and systems for the students to use in their project

work

provides space for the students to work together. This space may be individual rooms

for each group, meeting rooms or virtual space provided for students during the pro-

ject period.

makes classrooms of different sizes available to cover the needs of the different educa-

tional activities

maintains a university library that provides students with access to cutting edge

research from specialist journals, periodicals and scientific literature

places laboratories at the disposal of project groups to enable them to carry out expe-

riments

provides, to a certain extent, computers, research equipment and software for students

attending courses and project work

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S T U D E N T O R G A N I S A T I O N A N D

P R O G R A M M EA D M I N I S T R A T I O N

THE ADMINISTRATION OF THE STUDY PROGRAMMES IS UNDERTAKEN PRI-

MARILY BY SCHOOLS, STUDENT COUNCILS AND STUDY BOARDS AS WELL AS

BY SUPPORT STAFF. ADMINISTRATIVE DECISIONS REGARDING STUDY PRO-

GRAMMES ARE MADE IN SCHOOLS AND STUDY BOARDS. WITHIN EACH STUDY

PROGRAMME, SEMESTER COORDINATORS ARE APPOINTED; THESE WILL HAVE

AN OVERVIEW OF THE PROGRAMME DETAILS FOR THAT SEMESTER.

THE UNIVERSITY HAS ESTABLISHED ORGANISATIONAL AND ADMINISTRATIVE

STRUCTURES WHICH FACILITATE EFFICIENT AND DEVELOPMENT-ORIENTED

APPLICATION OF THE AALBORG MODEL . THIS IS IMPLEMENTED THROUGH

COOPERATION BETWEEN SCHOOLS, STUDENT COUNCILS ANDSTUDY BOARDS,

ENSURING THAT

students are provided with the necessary knowledge of the Aalborg model and the

competences required to implement this through the course of their studies

cooperation is made possible for students across study programmes during project

work if this is necessary to solve the project problem

study programmes are being continually developed on the basis of semester evalua-

tions within the framework of the Aalborg model

students, academic staff and support staff are involved in the follow-up work based

on semester evaluations

semester evaluations and summarised evaluation data are published on the websites

of Aalborg University’s schools.

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R E S E A R C H I N P B L

AALBORG UNIVERSITY CONDUCTS TARGETED RESEARCH WITHIN

PROBLEM-BASED AND PROJECT-ORIENTED LEARNING. THE OBJECTIVES

OF THIS RESEARCH ARE TO

document the effect of the Aalborg model for both internal and external purposes

develop an internal system for improving the Aalborg model

document the impact of current and emerging practices of the Aalborg model

relate educational practice to theory

relate data and research findings to international research results.

AALBORG UNIVERSITY SUPPORTS THIS RESEARCH THROUGH

research units engaging in research in subject matter didactic as well as general didactics

close cooperation between the environments engaged in subject matter didactics and

the educational environments, with a view to developing the Aalborg model on the ba-

sis of current practice

an inter-faculty unit in the shape of a PBL-Academy, ensuring synergy and consistency

between the pedagogical activities of individual faculties and the pedagogical activities

of individual programmes.

RESEARCH IN PBL IS, TO A CERTAIN EXTENT, BASED ON UNIVERSITY

EVALUATION RESULTS, ENABLING THE UNIVERSITY TO DOCUMENT RESULTS

AND ADAPT AND DEVELOP THE AALBORG PBL MODEL .

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PBL ACADEMYPBL.AAU.DK

M O R EI N F O R M A T I O N